Creating The Vision Transition Planning for Students With Disabilities From High School to Adulthood

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Creating The Vision Transition Planning for
Students With Disabilities From High School to
AdulthoodDeveloped in collaboration with
Wisconsin Statewide Parent Educator Initiative
(WSPEI)Wisconsin Family Assistance Center for
Education, Training and Support (WI FACETS),and
the Wisconsin Statewide Transition Initiative
(WSTI). Revised 2007
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What is Transition?

• Transition happens when a person moves from one
  life stage
• To another
• PLAN FOR
• THE FUTURE!

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Transition Covers All Of Lifes Stages

• Birth to Three
• Early Childhood
• Elementary School
• Middle School
• High School
• Adult life in the community
• Retirement

• Moving into

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The future is not something we enter. The future
is something we create. And creating that future
requires us to make choices and decisions That
all begins with a dream!Leonard I. Sweet
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Transition as a whole

• There are many factors to transition, they
  include
• The participants
• The Vision
• The Laws
• The IEP
• The Experience

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Who Participates in Transition Planning?

• Parents/Families
• Student
• School personnel
• Adult Service agencies
• Who is the star?

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STUDENT

• Needs to express his /her strengths, preferences
  and interests in whatever manner possible, to
  begin the process of self-advocacy.

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Transition Pointer

• Students should participate in their
  Individualized Education Program meeting as early
  and as much as possible.

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Transition Pointer

• Plan early! Start asking questions about your
  students needs during middle school.

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A Vision For The Future

• Transition Pointer
• Help students talk about their dreams and goals

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Vision Plans

• Employment
• Training and education
• Independent Living
• Community Participation
• Recreation and Leisure
• Once you have a vision for the future...
• Prioritize the goals!

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Individuals With Disabilities Education Act 2004

• IDEA is the Individuals with Disabilities
  Education act. This law gives children who
  qualify for special education, the right to
  receive services until the age of 21.
• Special education process
• referral
• team evaluation process
• determination of disability and need for special
• education services
• placement
• Entitlement System

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IDEA 2004Transition Services

• By 14 years of age (in Wisconsin State Law) the
  IEP must contain a statement of Transition
  Services. Every students IEP must include
• Measurable Post Secondary Goals
• Course of Study
• Coordinated Set of Activities

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Developing and Writing IEPs for Transition
Services
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Transition Pointer

• All planning is based on the students strengths,
  interests, and preferences.

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IEP Process for Transition Services
Todays IEP Process
Present Level of Academic Achievement and
Functional Performance
Short term objectives/ benchmarks for students
taking alternative assessments
Measurable Post-secondary Goals Annual Goals
Postsecondary Goals (Vision)
Course of Study (long range education plan)
Coordinated Set of Activities (long range plan
for adult life)
Timeline Adapted from Ed O Leary
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Measurable Postsecondary Goal

• A statement based on age appropriate transition
  assessment that articulates what the student
  would like to achieve after high school taking
  into account the students strengths, preferences
  and interests.

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Who needs a measurable postsecondary goal?

• Any student who will turn 14 during the
  timeframe of their IEP, or younger, if determined
  appropriate by the IEP team as required under
  IDEA 2004.

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Measurable Postsecondary Goal Areas

• Training or Education
• Specific vocational or career field, independent
  living skills training, vocational training
  program, apprenticeship, on-the-job training, job
  corps,
• 4 year college or university, technical college,
  2 year college, etc.
• Employment
• Paid (competitive, supported, sheltered) unpaid
  employment (volunteer, in a training capacity)
  military etc.
• Independent Living, where appropriate
• Adult living, daily living, independent living,
  financial, transportation, etc.

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Must there be a measurable postsecondary goal in
each area?

• YES
• Education/Training and Employment
• Can be combined into one all-inclusive goal or
  two or three separate goals
• OPTIONAL (Where appropriate)
• Independent living
• Can be a separate goal or combined with the
  above goal(s)

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Sheila a 17 year old student with a mild
learning disability

• 1. Training/Education
• After high school, I will enroll full time at
  UW-Eau Claire in the nursing program.
• 2. Employment
• After high school, upon graduation from the
  nursing program, I will work full time as a
  nurse.
• 3. Independent Living
• After high school, I will live in the dorm with
  a roommate.

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Or as a combined goal

• After high school, I will enroll full time at
• UW-Eau Claire to prepare myself to work full
  time as a nurse, and I will live in the dorm with
  a roommate.

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Transition Services

• Courses of Study
• LONG RANGE (multi-year) EDUCATION PLAN
• Coordinated Set of Activities
• LONG RANGE (multi-year) PLAN FOR POST SCHOOL
  ADULT LIFE
• Coordinated Set of STRATEGIES

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Example of Student Profile

• Eric Smith
• Transition Planning

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Eric Smith Transition Planning(Information
shared by Eric at his IEP Meeting, 2006)

• I am 15 years old. My birthday is April 16,
  1990.
• I am good at shooting hoops (basketball),
  baseball, air hockey, playing catch with a
  football, making grocery lists and going
  shopping. I am good at setting the table, raking
  leaves, and picking up sticks in our yard.
• I spend my free time playing air hockey and other
  sports with my brothers, looking through grocery
  store ads and cookbooks, writing lists, watching
  Food Network play TOPS soccer in the fall and
  spring, and baseball in the summer. I like sports
  the most. I like to play sports and watch games.
• My grade point average is 3.429.

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Eric Smith Transition Planning (contd)

• My strengths are when I learn to do something, I
  learn to do it the same way every time. I am
  happy and nice to other people. I am very good at
  helping to cook and make food in our kitchen.
• My weaknesses are sometimes I dont listen very
  well. Sometimes I get mad and then I have an
  attitude. I am not always patient when I need to
  be. Sometimes I do not adjust well to changes in
  my schedule.
• My favorite classes are gym, current events,
  science, and speech. My least favorite class is
  English.
• After high school, I want to have a job. I want
  to work at Pick N Save. I want to go shopping
  all the time. I want to do activities like go to
  dances, the YMCA or gym play games like air
  hockey and ping pong go to baseball, football,
  and basketball games play soccer, basketball,
  football, and baseball. I want to help at church
  too.

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Measurable postsecondary goals express what the
student wants to do afterthey leave high school.
Students should use self determinationsurveys
to express their needs, preferencesand
interests
Transition Pointer
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Erics Measurable Postsecondary Goals

• Training/Education
• After high school, I will get on the job
  training at a grocery store.
• Employment
• After high school, I will work part-time in a
  grocery store.
• Independent Living
• After high school, I will live in a group home
  with 24 hour assistance/supervision.

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Erics Measurable Postsecondary Goals

• written as a combined goal
• After high school, I will work part time in a
  grocery store where I will receive on-the-job
  training, and I will live in a group home.

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Transition Pointer

• Plan, Develop and Write
• (beginning at age 14 in WI Law,
• or sooner if appropriate)
• classes, educational and community
  experiences that relate to what the student wants
  to do after high school.
• (Course of Study)

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Transition Services Course of Study(multi-year
education plan )
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Eric Smiths Course of Study(long range
education plan )
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Transition Pointer

• Work on
• job skills
• for employment
• to be included in
• the students educational plan.

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Long Range Coordinated Set of Activities(ages
14-21)(Ed OLeary, A Guide To Transition, 2000)
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Eric Smiths Coordinated Set of Activities
(Strategies)
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SUMMARY OF PERFORMANCE

• A summary of academic achievement
• completed the last year the student is
• in high school and goes with the student
• when they leave.
• Summary of functional performance as it relates
  to measurable postsecondary goals
• Recommendations on how to assist the student in
  meeting the students measurable postsecondary
  goals

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Transition Pointer

• Prepare students to know about the services and
  supports they will need after high school to help
  them with their vision.

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Agency Connections for the IEP

• The agencies invited to the IEP should be those
  most likely to have the services, programs and
  supports that best match the students needs and
  post-school goals.

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Division of Vocational Rehabilitation (DVR)

• At least 2 years before student exits high
  school, a DVR counselor should be invited to the
  IEP meeting to provide information and support
  regarding employment, postsecondary education and
  training.
• http//www.dwd.state.wi.us/dvr/

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The Rehabilitation Act

• The Rehabilitation Act is currently undergoing
  reauthorization. The Act assists eligible people
  with disabilities to prepare for and access
  meaningful employment live independently, make
  choices and be included in society.
• It is based on an Eligibility System.
• The language about transition is the same as in
  IDEA 2004.

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Post High School Agency Connections

• Agencies provide services for students AFTER high
  school as well as DURING high school.
• Establishing relationships with agencies early
  will allow students to be more prepared when they
  leave high school and no longer have an IEP.

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Agencies

• DVR- Division of Vocational Rehabilitation
• Social Services
• Independent Living Centers
• Supported Employment

• Human Services
• Social Security
• Mental Health
• Technical Colleges
• Vocational Training
• Colleges
• Probation/Parole Officers

www.wsti.org
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Summary

• Remember that
• Transition
• planning is

The Students Vision of what he/she wants
for his/her Future!